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During my undergraduate time, I would work as a supplemental instruction (SI) leader for calculus 1 and calculus 2. Now, I am working at Laredo community college as an SI Coordinator for a grant. I was learning about the concepts of SI where I learn about Revision of Bloom’s Taxonomy. “The RBT consisted of two dimensions namely the Cognitive and Knowledge dimensions” which goes from lower to higher thinking (). The six categories that have a sign in learning for students remember, understand, apply, analyses, evaluate, and create. These same categories are what we use to conduct SI sessions, but we might use three of them which we go from lower to higher thinking. As an example, my session for calculus three would start from remembering of
Another important contribution is tying Bloom 's Taxonomy of cognitive categories to peer education. According to Lipsky, "Too often students are accustomed to the lowest level of cognition, simple knowledge or recall of details and information (pg. 38). Lipsky went on to discuss the importance of "higher level of cognition" by using directive words to allow students to think independently, and perform at higher levels of cognition.
Where Criterion-referenced assessment is measured on what the learner can do for example a Btec level 1 is a pass or fail.
Howard Gardner’s theory contains eight main multiple intelligence. As the years have progressed there have taken one out and is left with the main seven. These seven are: Linguistic, Mathematical, Spatial, bodily, Musical, Interpersonal, and Intrapersonal. These are found in everyone; however, each person will excel in one or two. Once teachers can determine what intelligence the students will exceed on and teach to their strengths the student will learn much more.
Education and the theory of mastery learning were not just ideas for Benjamin Bloom. This American educational psychologist believed that higher understanding and mastery learning would be achieved through three domains developed for educators to set for their students known as Bloom’s Taxonomy.
Another theory which is related to the resource is the Cognitive theory of learning and development.
The critical thinking component is not to be overlooked in the classroom, and this is where both Bloom’s Taxonomy and the DOK can be useful tools for preparing the lesson and assessing student milestones. Bloom’s Taxonomy is, undoubtedly, the most widely used of the two, but it does leave something to be desired relative to attaining the goal of completion to mastery. The downside of Bloom’s Taxonomy is the longivity of navigating through the levels, if taken literally (Wirth & Perkins,
Byrnes, J. P. (1996). Cognitive development and learning in instructional contexts. Boston: Allyn and Bacon.
Bloom’s Taxonomy is the higher order of thinking. Imagine a pyramid; to get to the top, you must first finish what is on the bottom. Bloom’s Taxonomy is divided into 6 different sections, each one specifying what skills are being demonstrated. The first and easiest block is knowledge. In knowledge you observe and recall of information, knowledge of dates, events, places, major ideas, and of subject matter. Some clues to identify knowledge is if it asks or you list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where. The second step would be comprehension. Comprehension consist of understanding information, grasp meaning, translate knowledge into new context, interpret facts, compare, contrast, order, group, infer causes, predict consequences. Keywords to spot Comprehension would be: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, and extend. Layer number three is Application. This is where it starts to get harder. Application involves using information, methods, concepts, and theories in new situations, solving problems using required skills or knowledge. Look out for these words to help you identify application: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, and discover. Step four is Analysis. Analysis involves seeing patterns, organization of parts, recognition of hidden meanings, identification of components. Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, and infer. The second to the last step, Synthesis, is hard, because now not only do the questions have to be answered for this, but the other steps should be done as well, to be able to fully understand. The elements that contribute to synthesis are: use old ideas to create new ones, generalize from given facts, relate knowledge from several areas, predict, and draw conclusions. Clue words include combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what it?
David Merrill’s Component Display Theory is based primarily on the same assumptions as Robert Gagne’s Events of Instruction. They both agree that different types of learning require different types of procedures for teaching as well as different types of assessment means. However, the component display theory is primarily concerned with teaching individual concepts and arranges instruction to provide learner control (Braxton, Bronico, and Looms, 1).
This theory is concerned with how individuals learn large amounts of meaningful material from verbal/textual presentations in a school setting in contrast to theories developed in the context of laboratory experiments. According to Ausubel, learning is based upon the kinds of super ordinate, representational, and combinatorial processes that occur during the reception of information. He also explains that new learning or acquisition of knowledge is related to relevant ideas in the existing cognitive structure. Cognitive structures represent the residue of all learning experiences; forgetting occurs because certain details get integrated and lose their individual identity.
For 10 years I have used these words as a structured platform to guide my students in their work tasks from ks3 to ks4 and...
Recker (2011) described three main tenets of the subsumption theory. These are one, the most general ideas of a subject should be presented first and then progressively differentiated in terms of detail and specificity; two, instructional materials should attempt to integrate new material with previously presented...
Dr Benjamin Bloom was a psychologist that contributed the taxonomy of higher-order thinking in 1956. He began this with the aim to teach students to think in a higher form, such as evaluating and analysing, instead of just teaching students to remember facts (Collins, 2014). Out of the three domains of learning (Cognitive, affective and psychomotor), the one that relates the most to teaching is cognitive, although all three are important to an individual. The six major categories of learning factors were originally written by Bloom, but have been recently updated by Anderson, L and her colleagues (cited in Collins, 2014). These factors are knowledge, comprehension, application, analysis, synthesis and evaluation. If these categories of the cognitive domain are utilised by the teacher and applied in teaching, students will learn more
Howard Gardner, a professor at Harvard, introduced his theory of multiple intelligences in 1983. Multiple intelligence’s is a theory about the brain that says human beings are born with single intelligence that cannot be changed, and is measurable by a psychologist. Gardner believes that there are eight different intelligences in humans. The eight are verbal linguistic, visual spatial, bodily kinesthetic, mathematical logic, musical, intrapersonal, interpersonal, and naturalist. Understanding these intelligence’s will help us to design our classroom and curriculum in a way that will appeal to all of our students. We might also be able to curve discipline problems by reaching a student in a different way. One that will make more sense to them and more enjoyable. We can include all of the intelligences in lessons to accommodate all of the students’ different learning styles at once. By reaching each students intelligence we can assume that a student will perform better which, could mean students retaining more important information. A students learning style can also help lead them into a more appropriate career direction. As a teacher you can also learn your own personal learning style or intelligence to help improve the way you learn and teach.
Activities that asks students to recall, define, recognize, and practice. Comprehension - Involve interpreting the meaning of a graph or diagram or decoding a word. Application level – students are made to transfer known information to applicable situations. Analysis level – students think of how whole elements can be broken down into component elements. Synthesis Level – Thinking tasks at this level require students to take some parts of previously learned information and create completely new, whole products. Evaluation level – students are given tasks to judge quality, credibility, worth, and productiveness. Students thinking at this level provides evidence, logic, and values in support of